Building Blocks for Teaching Preschoolers with Special Needs

Dr Susan Sandall is Professor Emeritus at the University of Washington. She has directed personnel preparation projects, developed curriculum materials for all age groups, and published materials on educational practices to facilitate optimal outcomes for infants, toddlers, and preschoolers with disabilities. Her scholarly interests are effective instructional practices for young children with disabilities in inclusive settings, the changing roles of teachers of young children, and effective approaches to professional development and knowledge utilization. She was Principal Investigator of the National Center on Quality Teaching and Learning for the Office of Head Start; the Center continues its work as the EarlyEdU Alliance at Cultivate Learning at the UW. Dr. Sandall serves on the Division for Early Childhood (DEC) Commission on Recommended Practices and edited publications on the practices. She is on the editorial boards of Journal of Early Intervention and Topics in Early Childhood Special Education.   Ilene S. Schwartz, Ph.D., BCBA-D, is Professor of Special Education and Director of the Haring Center at the University of Washington. Dr. Schwartz is also the Director of Project DATA (Developmentally Appropriate Treatment for Autism), a school-based early intervention intensive behavioral intervention program for children with autism. She has an extensive background working with young children with special needs and their families, specifically with young children with autism and related disabilities. Dr. Schwartz is the director of the Applied Behavior Analysis Program at the UW, and is dedicated to creating high quality inclusive schools so that all children, regardless of their background or ability, can attend the school of their choice and receive a high quality education. Dr. Schwartz has published numerous chapters and articles about early childhood education and social validity. She serves on the editorial review boards of Topics in Early Childhood Special Education and the Journal of Early Intervention.   Gail E. Joseph, Ph.D., is an associate professor in the area of Early Childhood and Family Studies at the University of Washington. She teaches courses, advises students, provides service and conducts research on topics related to early care and education. Dr. Joseph has been involved in a number of research projects and training and technical assistance activities at the local, state and national levels related to child care quality, teacher preparation, and promoting children's social emotional development as well as preventing challenging behavior in early learning settings. She is the Founding Executive Director of Cultivate Learning, and was the Principal Investigator and director of the Head Stat Center for Inclusion (Headstartinclusion.org) and Co-PI of the National Center for Quality Teaching and Learning funded by the Office of Head Start. At Cultivate Learning she oversees the work of quality ratings in all licensed childcare and state prek programs in the state. Ariane N. Gauvreau, Ph D, is a clinical faculty member and Field Director of the Special Education Program at the University of Washington. Dr. Gauvreau has extensive experience as a preschool special education teacher, home visitor, behavioral consultant, and teacher trainer, and has lead numerous trainings on early intervention and autism, inclusive education, promoting positive behavior support, and family centered practices. Her research interests include effective special education teacher preparation and strategies for inclusive education. Dr. Gauvreau is principal investigator for a project exploring family centered practices in teacher education and serves on the editorial review board of Young Exceptional Children.

About the Authors
Foreword Mary Louise Hemmeter
Acknowledgments
Section I Using the Building Blocks Framework
Chapter 1 Introduction
Chapter 2 Evidence-Based Practice and the Building Blocks Framework
Chapter 3 Keys to Collaboration
Chapter 4 Getting Started
Section II Teaching Strategies
Chapter 5 Curriculum Modifications
Curriculum Modifications by Type
Curriculum Modifications by Activity and Routine
Chapter 6 Embedded Learning Opportunities
Chapter 7 Child-Focused Instructional Strategies
Section III Important Topics Related to the Building Blocks Framework
Chapter 8 Becoming More Independent
Chapter 9 Acquiring and Using Knowledge: Literacy and STEAM
Chapter 10 Friendships and Social Relationships
Chapter 11 Developmentally Appropriate Classroom Behavior
Chapter 12 Concluding Thoughts
References
Appendix A
Blank Forms
Quality Classroom Assessment Form
Classroom Action Worksheet
Child Assessment Worksheet
Planning Worksheet: Section I
Planning Worksheet: Section II
Child Activity Matrix
Classroom Activity Matrix
Evaluation Worksheet
ELO-at-a-Glance
Instruction-at-a-Glance
Checklist for Important Elements for Supporting Early Literacy
Appendix B
Additional Resources
Index